中国初中英语词块教学研究
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摘要
在中国,初中英语课堂较多以语法为纲组织教学,教授词汇也多是罗列单词,而非通过词块引入单词。这种现状所产生的结果是,学生的学习效果有时不尽如人意。本论文旨在探寻初中英语词块教学对学生学习是否能够起到促进作用。
关于词块的研究始于上世纪五十年代,心理学家Miller对组块的概念进行了深入的研究,并认为组块可以帮助人脑进行记忆。Nattinger和DeCarrico (1992)将词块视为词汇-语法单位,处于词汇和语法这两极之间。词块有多种界定和分类方式。鉴于词块对语言习得和学生语言能力的发展有积极作用,以语法为本的结构主义观点已受到挑战,词块在语言课堂中得到了更多的重视。Lewis (1993, 1997)提出了词汇法,建议词块成为教学的核心,而语法的作用应相应减弱。
本论文共分为五章。第一章介绍了本研究的目的。第二章进行了关于词块研究的文献综述,旨在为随后第三章的实验研究构筑理论框架。迄今为止的国内外研究多关注将词块应用于大学英语课堂教学,而关于将词块概念融入中学英语教学的文章则较少,尤其是应用于初中英语教学的。本实验以各种词块理论以及Lewis的词汇法为基础。实验工具包括测验、问卷调查和访谈。教学都是围绕词块来开展。通过第四章详细的数据分析,本实验验证了三个假设:将词块融入英语语言教学能够完善学生的综合语言能力;它对提高学生的听力和阅读理解能力有积极的作用;词块教学法使学生认识到了词块的重要性,具备了较强的词块意识,并懂得如何更好地利用词块以优化其学习的不同方面。第五章结论部分讨论了本研究的意义所在和局限性,同时也对将来此方面的进一步研究提出了建议。
The English classrooms of junior middle schools in China tend to be organized by the principle of grammar and teaching vocabulary is characterized by listing individual words instead of presenting new words in lexical chunks. As a result of the status quo, students‘learning effect is sometimes unsatisfactory. This thesis aims to find whether integrating lexical chunks into English language teaching in junior middle schools can aid students‘learning.
The study of chunks began in the 1950s when psychologist Miller probed into the concept of chunking, positing that it can facilitate human memorizing process. Regarded by Nattinger & DeCarrico (1992) as lexical-grammatical units, lexical chunks lie somewhere between the traditional poles of vocabulary and grammar. They can be termed, defined and classified in various ways. Seeing that lexical chunks play an active role in language acquisition and the development of students‘language abilities, researchers have begun to challenge structuralists‘viewpoint of teaching grammar as the basis and attach more importance to lexical chunks in language classrooms. Lewis (1993, 1997) who proposed the famous Lexical Approach suggested that lexical chunks be the centre of teaching while grammar play a comparatively subordinate role.
The thesis is divided into five chapters. The first chapter introduces the purpose of the study. The second chapter carries out literature review on lexical chunks to provide the rationale for the experiment which follows in the third chapter. Researches both at home and abroad are often concerned with the application of lexical chunks to English classrooms in universities, but there are fewer articles on integrating the concept of lexical chunks into English teaching in middle schools, especially in junior middle schools. The experiment is based on Lewis‘s Lexical Approach as well as various theories concerning lexical chunks. During the experiment, tests, questionnaires and interviews were the instruments adopted and teaching methods focusing on lexical chunks were implemented. Via detailed data analysis conducted in the fourth chapter, three hypotheses were verified: the approach of incorporating lexical chunks into English language teaching can help improve students‘comprehensive language ability; it has a positive effect on their listening and reading comprehension; it enables students to realize the importance of lexical chunks, become more aware of lexical chunks and know how to make better use of them to optimize different aspects of their study. The fifth chapter not only concludes the whole thesis with implications and limitations of the study but also makes suggestions for future studies.
关于词块的研究始于上世纪五十年代,心理学家Miller对组块的概念进行了深入的研究,并认为组块可以帮助人脑进行记忆。Nattinger和DeCarrico (1992)将词块视为词汇-语法单位,处于词汇和语法这两极之间。词块有多种界定和分类方式。鉴于词块对语言习得和学生语言能力的发展有积极作用,以语法为本的结构主义观点已受到挑战,词块在语言课堂中得到了更多的重视。Lewis (1993, 1997)提出了词汇法,建议词块成为教学的核心,而语法的作用应相应减弱。
本论文共分为五章。第一章介绍了本研究的目的。第二章进行了关于词块研究的文献综述,旨在为随后第三章的实验研究构筑理论框架。迄今为止的国内外研究多关注将词块应用于大学英语课堂教学,而关于将词块概念融入中学英语教学的文章则较少,尤其是应用于初中英语教学的。本实验以各种词块理论以及Lewis的词汇法为基础。实验工具包括测验、问卷调查和访谈。教学都是围绕词块来开展。通过第四章详细的数据分析,本实验验证了三个假设:将词块融入英语语言教学能够完善学生的综合语言能力;它对提高学生的听力和阅读理解能力有积极的作用;词块教学法使学生认识到了词块的重要性,具备了较强的词块意识,并懂得如何更好地利用词块以优化其学习的不同方面。第五章结论部分讨论了本研究的意义所在和局限性,同时也对将来此方面的进一步研究提出了建议。
The English classrooms of junior middle schools in China tend to be organized by the principle of grammar and teaching vocabulary is characterized by listing individual words instead of presenting new words in lexical chunks. As a result of the status quo, students‘learning effect is sometimes unsatisfactory. This thesis aims to find whether integrating lexical chunks into English language teaching in junior middle schools can aid students‘learning.
The study of chunks began in the 1950s when psychologist Miller probed into the concept of chunking, positing that it can facilitate human memorizing process. Regarded by Nattinger & DeCarrico (1992) as lexical-grammatical units, lexical chunks lie somewhere between the traditional poles of vocabulary and grammar. They can be termed, defined and classified in various ways. Seeing that lexical chunks play an active role in language acquisition and the development of students‘language abilities, researchers have begun to challenge structuralists‘viewpoint of teaching grammar as the basis and attach more importance to lexical chunks in language classrooms. Lewis (1993, 1997) who proposed the famous Lexical Approach suggested that lexical chunks be the centre of teaching while grammar play a comparatively subordinate role.
The thesis is divided into five chapters. The first chapter introduces the purpose of the study. The second chapter carries out literature review on lexical chunks to provide the rationale for the experiment which follows in the third chapter. Researches both at home and abroad are often concerned with the application of lexical chunks to English classrooms in universities, but there are fewer articles on integrating the concept of lexical chunks into English teaching in middle schools, especially in junior middle schools. The experiment is based on Lewis‘s Lexical Approach as well as various theories concerning lexical chunks. During the experiment, tests, questionnaires and interviews were the instruments adopted and teaching methods focusing on lexical chunks were implemented. Via detailed data analysis conducted in the fourth chapter, three hypotheses were verified: the approach of incorporating lexical chunks into English language teaching can help improve students‘comprehensive language ability; it has a positive effect on their listening and reading comprehension; it enables students to realize the importance of lexical chunks, become more aware of lexical chunks and know how to make better use of them to optimize different aspects of their study. The fifth chapter not only concludes the whole thesis with implications and limitations of the study but also makes suggestions for future studies.
引文
ACTFL Proficiency Guidelines (1986). Hastings-on-Hudson, NY: American Council on the Teaching of Foreign Languages.
ACTFL Proficiency Guidelines - Speaking (revised 1999). ACTFL, Inc. Available from: http://www.actfl.org/files/public/Guidelinesspeak.pdf. Accessed on March 6, 2011.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation: Vol. 8 (pp. 47-90). New York: Academic Press.
Becker, J. (1975). The phrasal lexicon. In R. Shank & B. L. Nash-Webber (Eds.), Theoretical issues in natural language processing (pp.60-63). Cambridge, MA: Bolt, Beranek & Newman.
Bleyhl, W. (2009). The hidden paradox of foreign language instruction or: Which are the real foreign language learning processes? In T. Piske & M. Young-Scholten (Eds.), Input matters in SLA (pp.137-155). Bristol, UK: Multilingual Matters.
Bolinger, D. (1975). Aspects of language (second edition). New York: Harcourt Brace Jovanovich.
Bolinger, D. (1976). Meaning and memory. Forum Linguisticum, 1, 1-14.
Chaudron, C., & Richards, J. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7, 113-127.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87–185.
Cowie, A. P. (1988). Stable and creative aspects of vocabulary use. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 126-139). London, New York: Longman.
Cruttenden, A. (1981). Item-learning and system-learning. Journal of Psycholinguistic Research, 10, 79-88.
DeCock, S., Granger, S., Leech, G. & McEnery, T. (1998). An automated approach to the phrasicon of EFL learners. In S. Granger (Ed.), Learner English on computer (pp. 67-79). London: Addison Wesley Longman.
Edwards, C., & Willis, J. (2005). (Eds.). Teachers exploring tasks in English languageteaching. Basingstoke, UK: Palgrave Macmillan.
Ellis, N. (1997). Vocabulary acquisition: word structure, collocation, word-class, and meaning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.122-139). Cambridge: Cambridge University Press.
Ellis, N. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5, 236-243.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Hakuta, K. (1974). Prefabricated patterns and the emergence of structure in second language acquisition. Language Learning, 24(2), 289-297.
Hakuta, K. (1976). A case study of a Japanese child learning English as a second language. Language Learning, 26(2), 321-351.
Hatch, E. (1983). Simplified input and second language acquisition. In R. Andersen (Ed.), Pidginization and creolization as language acquisition (pp. 64-86). Rowley, Mass.: Newbury House.
Huang, J. & Hatch, E. (1978). A Chinese child‘s acquisition of English. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 118-131). Rowley, MA: Newbury House.
Kranz, D. (1997). Implementing the Lexical Approach: Putting theory into practice (A review). TESL-EJ , Vol. 3, Number 1, 1-4
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. New York: Prentice-Hall.
Krashen, S. (2002). Explorations in language acquisition and use: The Taipei lectures. Taipei: Crane Publishing Company.
Krashen, S. (2009). The comprehension hypothesis extended. In T. Piske & M.Young-Scholten (Eds.), Input matters in SLA (pp. 81-94). Bristol, UK: Multilingual Matters.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle& Heinle.
Lewis, M. (1993). The Lexical Approach: The state of ELT and a way forward. Hove, England: Language Teaching Publications.
Lewis, M. (1997). Implementing the Lexical Approach: Putting theory into practice. Hove, England: Language Teaching Publications. Lieven, E. V. M., Pine, J. M., & Dresner Barnes, H. (1992). Individual differences in early vocabulary development: Redefining the referential-expressive dimension. Journal of Child Language, 19, 287-310.
Long, M. H. (1997). Focus on form in task-basked language teaching. The McGraw-Hill Companies. Available from http://www.mhhe.com/socscience/foreignlang/top.htm. Accessed on October 25th, 2010.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2), 81-97.
Miller, G. A. & Selfridge, J. A. (1950). Verbal context and the recall of meaningful material. American Journal of Psychology, 63, 176-185.
Moon, R. (1997). Vocabulary connections: multi-word items in English. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.40-63). Cambridge: Cambridge University Press.
Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
Newell, A. (1990). Unified theories of cognition. Cambridge, Mass.: Harvard University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Pawley, A. & Syder, F. H. (1983). Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp.191-226). New York: Longman.
Pawley, A. & Syder, F. H. (2000). The one-clause-at-a-time hypothesis. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 163-199). Ann Arbor: University of Michigan Press.
Peters, A. M. (1983). Units of language acquisition. Cambridge: Cambridge University Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Key concepts in ELT. ELT Journal, 54(4), 400-401.
Sinclair, J. M. (1987). The nature of the evidence. In J. M. Sinclair (Ed.). Looking up: An account of the COBUILD project in lexical computing (pp. 150-159). London: Collins.
Sinclair, J. M. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
Skehan, P. (1992). Strategies in second language acquisition. In Thames Valley University Working Papers in English Language Teaching, No.3.
Weinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16(2),180-205.
Wilensky, R., Arens, Y., & Chin, D. (1984). Talking to UNIX in English: An overview of UC. Communications of the ACM, 27, 574-593.
Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins ELT.
Willis, D. (2003). Rules, patterns and words: Grammar and lexis in English language teaching. Cambridge: Cambridge University Press.
Wong-Fillmore, L. (1976). The second time around: Cognitive and social strategies in second language acquisition. Unpublished doctorial dissertation, Stanford University.
Wray, A. (1992). The focusing hypothesis. Amsterdam: Benjamins.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Zernick, U., & Dyer, M. (1987). The self-extending phrasal lexicon. Computational Linguistics, 13, 308-327.
丁言仁,戚焱. (2005).词块运用与英语口语和写作水平的相关性研究.解放军外国语学院学报, 3, 49-53.
杜洁敏. (2006).一项针对学生对词汇法学习态度的调查.中国英语教学, 4, 59-64.
方玲玲. (2010).语块教学对减轻语言僵化的认知研究.外语界, 4, 63-66.
桂诗春. (2005).外语教学的认知基础.外语教学与研究, 4, 243-321.
江艳. (2007).词汇组块教学在初中英语教学中的应用.华东师范大学.中国优秀硕士学位论文全文数据库.
刘润清. (1999).外语教学研究的发展趋势.外语教学与研究, 1, 7-12.
沈敏瑜. (1999).词汇法—一种新的教学路子.外语界, 3, 27-30.
孙嘉. (2008).以语境和词块为基础注重复现的初中英语词汇教学.上海外国语大学.中国优秀硕士学位论文全文数据库.
王碧翔. (2009).词块学习策略与初中英语写作教学.中小学外语教学, 6, 33-37.
王立非,张大凤. (2006).国外二语预制语块习得研究的方法进展与启示.外语与外语教学, 5, 17-21.
夏国忠. (2005). The effect of English lexical phrase instruction in senior middle schools.云南师范大学.中国优秀硕士学位论文全文数据库.
杨玉晨. (1999).英语词汇的―板块‖性及其对英语教学的启示.外语界, 3, 24-26.
于秀莲. (2008).语块教学法与提高英语应用能力的实验研究.外语界, 3, 54-61.
ACTFL Proficiency Guidelines - Speaking (revised 1999). ACTFL, Inc. Available from: http://www.actfl.org/files/public/Guidelinesspeak.pdf. Accessed on March 6, 2011.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation: Vol. 8 (pp. 47-90). New York: Academic Press.
Becker, J. (1975). The phrasal lexicon. In R. Shank & B. L. Nash-Webber (Eds.), Theoretical issues in natural language processing (pp.60-63). Cambridge, MA: Bolt, Beranek & Newman.
Bleyhl, W. (2009). The hidden paradox of foreign language instruction or: Which are the real foreign language learning processes? In T. Piske & M. Young-Scholten (Eds.), Input matters in SLA (pp.137-155). Bristol, UK: Multilingual Matters.
Bolinger, D. (1975). Aspects of language (second edition). New York: Harcourt Brace Jovanovich.
Bolinger, D. (1976). Meaning and memory. Forum Linguisticum, 1, 1-14.
Chaudron, C., & Richards, J. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7, 113-127.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87–185.
Cowie, A. P. (1988). Stable and creative aspects of vocabulary use. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 126-139). London, New York: Longman.
Cruttenden, A. (1981). Item-learning and system-learning. Journal of Psycholinguistic Research, 10, 79-88.
DeCock, S., Granger, S., Leech, G. & McEnery, T. (1998). An automated approach to the phrasicon of EFL learners. In S. Granger (Ed.), Learner English on computer (pp. 67-79). London: Addison Wesley Longman.
Edwards, C., & Willis, J. (2005). (Eds.). Teachers exploring tasks in English languageteaching. Basingstoke, UK: Palgrave Macmillan.
Ellis, N. (1997). Vocabulary acquisition: word structure, collocation, word-class, and meaning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.122-139). Cambridge: Cambridge University Press.
Ellis, N. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5, 236-243.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Hakuta, K. (1974). Prefabricated patterns and the emergence of structure in second language acquisition. Language Learning, 24(2), 289-297.
Hakuta, K. (1976). A case study of a Japanese child learning English as a second language. Language Learning, 26(2), 321-351.
Hatch, E. (1983). Simplified input and second language acquisition. In R. Andersen (Ed.), Pidginization and creolization as language acquisition (pp. 64-86). Rowley, Mass.: Newbury House.
Huang, J. & Hatch, E. (1978). A Chinese child‘s acquisition of English. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 118-131). Rowley, MA: Newbury House.
Kranz, D. (1997). Implementing the Lexical Approach: Putting theory into practice (A review). TESL-EJ , Vol. 3, Number 1, 1-4
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. New York: Prentice-Hall.
Krashen, S. (2002). Explorations in language acquisition and use: The Taipei lectures. Taipei: Crane Publishing Company.
Krashen, S. (2009). The comprehension hypothesis extended. In T. Piske & M.Young-Scholten (Eds.), Input matters in SLA (pp. 81-94). Bristol, UK: Multilingual Matters.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle& Heinle.
Lewis, M. (1993). The Lexical Approach: The state of ELT and a way forward. Hove, England: Language Teaching Publications.
Lewis, M. (1997). Implementing the Lexical Approach: Putting theory into practice. Hove, England: Language Teaching Publications. Lieven, E. V. M., Pine, J. M., & Dresner Barnes, H. (1992). Individual differences in early vocabulary development: Redefining the referential-expressive dimension. Journal of Child Language, 19, 287-310.
Long, M. H. (1997). Focus on form in task-basked language teaching. The McGraw-Hill Companies. Available from http://www.mhhe.com/socscience/foreignlang/top.htm. Accessed on October 25th, 2010.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2), 81-97.
Miller, G. A. & Selfridge, J. A. (1950). Verbal context and the recall of meaningful material. American Journal of Psychology, 63, 176-185.
Moon, R. (1997). Vocabulary connections: multi-word items in English. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.40-63). Cambridge: Cambridge University Press.
Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
Newell, A. (1990). Unified theories of cognition. Cambridge, Mass.: Harvard University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Pawley, A. & Syder, F. H. (1983). Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp.191-226). New York: Longman.
Pawley, A. & Syder, F. H. (2000). The one-clause-at-a-time hypothesis. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 163-199). Ann Arbor: University of Michigan Press.
Peters, A. M. (1983). Units of language acquisition. Cambridge: Cambridge University Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Key concepts in ELT. ELT Journal, 54(4), 400-401.
Sinclair, J. M. (1987). The nature of the evidence. In J. M. Sinclair (Ed.). Looking up: An account of the COBUILD project in lexical computing (pp. 150-159). London: Collins.
Sinclair, J. M. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
Skehan, P. (1992). Strategies in second language acquisition. In Thames Valley University Working Papers in English Language Teaching, No.3.
Weinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16(2),180-205.
Wilensky, R., Arens, Y., & Chin, D. (1984). Talking to UNIX in English: An overview of UC. Communications of the ACM, 27, 574-593.
Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins ELT.
Willis, D. (2003). Rules, patterns and words: Grammar and lexis in English language teaching. Cambridge: Cambridge University Press.
Wong-Fillmore, L. (1976). The second time around: Cognitive and social strategies in second language acquisition. Unpublished doctorial dissertation, Stanford University.
Wray, A. (1992). The focusing hypothesis. Amsterdam: Benjamins.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Zernick, U., & Dyer, M. (1987). The self-extending phrasal lexicon. Computational Linguistics, 13, 308-327.
丁言仁,戚焱. (2005).词块运用与英语口语和写作水平的相关性研究.解放军外国语学院学报, 3, 49-53.
杜洁敏. (2006).一项针对学生对词汇法学习态度的调查.中国英语教学, 4, 59-64.
方玲玲. (2010).语块教学对减轻语言僵化的认知研究.外语界, 4, 63-66.
桂诗春. (2005).外语教学的认知基础.外语教学与研究, 4, 243-321.
江艳. (2007).词汇组块教学在初中英语教学中的应用.华东师范大学.中国优秀硕士学位论文全文数据库.
刘润清. (1999).外语教学研究的发展趋势.外语教学与研究, 1, 7-12.
沈敏瑜. (1999).词汇法—一种新的教学路子.外语界, 3, 27-30.
孙嘉. (2008).以语境和词块为基础注重复现的初中英语词汇教学.上海外国语大学.中国优秀硕士学位论文全文数据库.
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